5/8/13 Class Structure/Homework/Notes

Class Structure: 

  • Review comp results
  • Making use of the work you do in college
  • Identify three essays for final
  • Review program outcomes
  • Review Process Notes
  • In-Class Writing

Process Notes Guidelines:

First, contextualize

Identify the assignment and include a short description of your task as a writer.

What was your purpose/desired result? 

 Who was your intended audience?

What is the context surrounding the situation you are responding to? That is, why was it important?

Then describe the process in detail: the number of drafts, the major changes you made to the work, the resources used in composing the text (including help received from others), and any other relevant information related to the steps you went through to construct the text. 

Essay’s For Final Exam Decided by  Vote:

Don’t Blame the Eater  (16 votes)

Language Obama Style (15 Votes)

Serve or Fail (11 Votes)

 Homework Due: None

Homework Assigned:  Draft two of final paper due Friday 5/10/13 by midnight. You need a Blue/Green book both days next week. Process Notes will be written in class Monday 5/13/13, Final Exam will be Wednesday 5/15/13. No class Friday 5/17/13.

Final paper due Monday 5/20/13 by midnight.

 

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5/6/13 Class Structure/Homework/Notes

Class Structure:

  • Survey
  • They Say/I Say
  • Group Reading & Discussion

Group Reading & Discussion: 2b or not 2b (pg 335 They Say/I Say)

Homework Due: Reading only

Homework Assigned: Draft two of essay three is due Friday. No Class Friday 10th.

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5/3/13 Class Structure/Homework/Notes

Class Structure:

  • QCCCR
  • Leaving Class Early & Attendance Policy
  • Deposits/Withdraws
  • 5 Min NOTLD Assignment Assessment
  • Comprehensive Exam
  • Review Using Quotations
  • Model NOTLD Papers

NOTLD Assessment: Spend 5-7 minutes writing about you impressions of the NOTLD assignment. I am debating whether or not to try this in another class, and you honest opinions will help me revise the assignment.

What did you like about it?

What didn’t you like about it?

Would you have liked a similar assignment using a different film? If so, what film/kind of film?

Was the assignment difficult to understand? If so, explain.

Anything else you want to add.

Class Discussion: Review chapter three of They Say/I Say, “As He Himself Puts it”

  1. Quoting Relevant Passages (43-44)
  2. Framing/Hit-And-Run Quoter (44-45)
  3. Can You Overanalyze a Quotation?(49)
  4. How Not To Introduce Quotations (50)
  5. Quote Sandwich

Model Papers: 

Carolina, Semarpreet, Peter.

Group Activity: Using the handout, identify how the writers integrate the quote into their own text. Do they frame and analyze the quote? Is it successful? What makes it work? Can it be improved by changing the wording in the frame and/or analysis?

Homework Due: Cover letter blog post.

Homework Assigned: Read 141-155 in They Say/I Say  and be prepared to discuss in class Monday.

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4/29/13 Class Structure Homework Notes

Class Structure: 

  • Question/Problems With Research
  • Cover Letters
  • Hunter S. Thompson
  • Group Activity

Cover Letters:

  1. Introduce you to the employer. 
  2. Focus on your unique skill set.
  3. Demonstrate some of your knowledge/credentials.
  4. Highlight your writing ability.
  5. Persuasive in nature.

Corporate Reading: 

Hunter S. Thompson Cover Letter

The Best Cover Letter Ever

Elkins Cover Letter CSU Stan

Small Group Activity: 

  • Describe the tone of each example.  
  • Find examples of formal and informal language in the letters.
  • Identify parts of the passage that you think are either persuasive or are intended to be persuasive.
  • Identify parts of each letter that you felt worked.
  • Identify parts of each letter that you felt did not work.

 

Homework Due: None.

Homework Assigned: Draft one of Persuasive Research Paper due Wednesday. Bring two copies to class for peer review.

Find a job posting that you would be interested in applying for in your future. Write a cover letter in the style of your choice for the job. Post both the cover letter and the job that inspired it on your blog. Due Friday.

 

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4/26/13 Class Structure/Homework/Notes

Class Structure: 

  • Group Reading
  • Small Group Discussion of Text and Exercise
  • Group Discussion

Group Reading: 

Move Over Boys, Make Room in the Crease” by Sara Maratta.

Small Group Discussion: Discuss chapter 10 of They Say/I Say, “The Art of Metacommentary” pg 129-137. Complete exercise one on pg. 137.

  • What is metacommentary?
  • What function does it serve?
  • What are the benefits of using it?
  • Label/identify metacommentary in Maratta’s essay.

Homework Due: Reading only

Homework Assigned: Continue researching your final paper. Be prepared to discuss any trouble you are having with your topic on Monday.

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4/24/13 Class Structure/Homework/Notes

Class Structure: 

  • Rejection
  • Group Reading
  • Small Group Activity
  • Corporate Discussion of Texts

Group Reading:  Read “The Art of Language, Obama Style” as a class.

Small Group Discussion: Discuss chapter nine of They Say/I Say, “Ain’t So/Is Not.”  Focus on the points below, and also consider the class reading about the president’s use of informal language. Consider the effectiveness (or ineffectiveness) of the approach and be prepared to discuss your findings with the class.

  • Formal Language
  • Informal Language
  • Mixing Formal and Informal Language for Rhetorical Effect
  • Considering Your Audience
  • Considering Your Purpose

Homework Due: Reading only

Homework Assigned: Read chapter 10 of They Say/I Say, “But Don’t Get Me Wrong” pgs. 129-137. Draft one of research paper due Wednesday 5/1/13.

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4/22/13 Class Structure/Homework/Notes

Class Structure: 

  • Discussion on Sources
  • Small Group Activity 
  • Group Discussion

Evaluating  Online Sources: 

“Your job is to conduct an inquiry, not to shop around for sources” (Bean 121).

How do you determine the quality  of online sources?

Journal Databases like Jstor.

Nationally circulated newspapers like  the NY Times.

Quasi-journalistic sites or content mills like Ehow.

User-generated sites like Wikipedia.

Advertorial, internet market, or other product-placement sites.

Small Group Activity: 

Swap your article with a partner. Evaluate the article’s credibility based on the following conditions:

  1. Where was it published/What Site?
  2. Who is the author?
  3. What sources does the author use for support?
  4. How does the source treat opposing arguments, and how does that treatment effect credibility?
  5. What credentials/affiliations does the author have? Do they help/hurt credibility?
  6. On a scale of 1-5, with 5 being the best, and one being the worst, rank the article’s credibility.

Repeat this process with another person’s article.

Homework Due: Printed article for class activity.

Homework Assigned: Read chapter nine of They Say/I Say, pgs. 121-128  

 

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